Browsing by Author "Olabode, Sadiat Adewumi"

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    Educators’ management of the learning environment for enhanced teaching and learning in selected primary schools in the East London Education District
    (University of Fort Hare, 2019) Olabode, Sadiat Adewumi; Adu, E O; Maphosa, C; Adu, E O; Creator e.g. Surname, Name (no title or punctuation)
    Classroom environment has been conceptually and practically conceived as a place where learning takes place. However, despite the importance of classrooms in enhancing learning, most classrooms, especially in the sub-Saharan African countries are poorly arranged and situated in noisy and crowded environments. In addition to this, most teachers lack basic skills to manage classrooms. In the light of the above-mentioned issues, the main purpose of this study was to investigate educators’ management of the learning environments for enhanced teaching and learning in selected primary schools in the East London Education District, Eastern Cape Province, South Africa. In achieving this aim, the researcher adopted mixed method research approach. The population for this study was selected from intermediate phase educators in the East London Education District. The sample size was 76 intermediate phase educators, which was conveniently selected. Questionnaire (quantitative), interview and observation (qualitative) research instruments were used to collect the data. A structured questionnaire was administered to 76 respondents; while five Head of Departments (HOD) from study population were interviewed and observed. The SPSS was used to conduct both descriptive and inferential analysis. Quantitative data analysis was used to measure perceived stress level situations among intermediate phase educators, while content analysis was used to analyse narratives of the participants. The study found that giving motivational talks, asking about learners parents/guardians, asking about their experiences at home, knowing their needs, and having discussion with their parents/guardians, telling them interesting stories, learning how to call their names properly, giving them responsibilities in the classroom and motivating them to participate in learning activities are important techniques and approaches for dealing with the emotional problems of the learners in the classroom. This implies that teachers should be more compassionate about their learners, because learners with serious emotional problems cannot learn and be productive in the classroom. The study concludes that involving the learners in the decision-making on the procedures, approaches and strategies to classroom management are fundamental for ensuring efficient and productive classroom. Moreover, the educators should adopt varied approaches in the management of the classroom. This is because an approach that works for one teacher/learner may not work for other teacher/learner. Based on this conclusion, the study recommends that the teachers should set classroom rules and ensure that the learners follow these rules strictly in order to avoid rowdiness in the classroom. Failure to set rules and ensure that the learners follow classroom rules might be counter-productive to learning process.
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    Effect of selected forms of school violence on Grade 10 learners’ academic achievement in Buffalo City Metropolitan Municipality District, South Africa
    (University of Fort Hare, 2025-03) Olabode, Sadiat Adewumi; Adu, E.O.
    The problem of school violence is not specific to South Africa but is a global concern that continues to be on the increase. Despite numerous measures put in place by the government and other educational stakeholders, the menace of school violence continues unabated in schools, particularly in secondary schools in South Africa. This complex problem has now manifested into various forms of violence, including bullying, gender-based violence (GBV), physical fighting, stabbing, gang rivalry, racial discrimination, shootings, crimes and robberies, and vandalism. This problem has resulted in wasted lesson time and learners' poor overall academic performance. School violence has caused physical harm and psychological distress to the victims. For learners to achieve a good academic record and transition to the next grade level, good term marks are required. Hence, this study examined the effects of selected forms of school violence (bullying, sexual harassment, teen gang violence, and vandalism) on Grade 10 learners’ academic achievement within Buffalo City Metropolitan Municipality (BCMM), Eastern Cape Province, South Africa. Dreikurs’ social discipline model and Bronfenbrenner's ecological systems theory were adopted for the study. The study employed a positivist paradigm approach where quantitative data was collected from the participants. A descriptive research design survey was adopted. This study used a proportional stratified sampling method to select participants from within the BCMM area. As of the time of planning this study, a total recorded enrolment of 14,819 Grade 10 learners was confirmed at the Buffalo City Education District, of which one thousand and thirtyseven (1,037) Grade 10 learners participated by filling out a structured questionnaire, whilst a document containing participants' term report marks was also used as part of the analysis. Both descriptive and inferential analyses were performed. The study results reveal that Grade 10 learners who rarely experience any of the selected forms of school violence are less likely to fail in their academic performance compared to those who only sometimes or many times experience any of the selected forms of school violence; moreover, those who only sometimes experience the selected forms of school violence are more likely to pass in their academics than those who experience it many times; those who experience the selected forms of school violence many times are more likely to pass compared to those who always experience selected forms of school violence. At the same time, those learners who always experience any of the selected forms of school violence are less likely to pass compared to those who never, rarely, or only sometimes experience it. The study concludes that the selected forms of school violence affect learners’ academic progress. As school students must study for every subject and hand in good quality projects and assessment tasks from the beginning of the school year to be transitioned to the next grade, it is vital to provide a safe learning environment for learners to perform at their best. Based on this conclusion, the study asserts that school authorities must provide a conducive environment for students to learn effectively. If students continue to learn in a hostile environment where violence flourishes, such an atmosphere could create fear, anxiety, and psychological trauma in their minds, which may subsequently affect their academic outcomes.